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--- 100_curriculum_professional_learning [2024/11/23 20:38] – [130 Christian Philosophy of Education] jtorgerson
+++ 100_curriculum_professional_learning [2025/03/11 15:55] (current) – [116 Curriculum Development, Storage, and Transfer] jtorgerson
@@ Line 84: / Line 84: @@
 ==== 116 Curriculum Development, Storage, and Transfer ====
-Principals and Department Chairs are responsible to ensure that curriculum is both created with high quality and stored in an accessible and organized manner.
+Principals, Teaching and Learning Coach, and Department Chairs are responsible to ensure that curriculum is both created with high quality and stored in an accessible and organized manner.
 **Curriculum Shared Drive
@@ Line 93: / Line 93: @@
   - Course Subfolders for each course within the Department (e.g.- Math 4, Pre-Algebra, Calculus AB, etc)
-Each teacher is responsible, under the supervision of the Department Chair and Principal, to maintain an up-to-date Course Subfolder within the Department Folder. This subfolder should contain the following:
+Each teacher is responsible, under the supervision of the Department Chair, Teaching and Learning Coach, and Principal, to maintain an up-to-date Course Subfolder within the Department Folder. This subfolder should contain the following:
-  - Most recent Course Syllabus, which must include a “Unit Map” both detailing scope and sequence and linking priority standards to units
+  - Most recent **Course Syllabus** (audience: parents)
-  - Unit Plans, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see Procedure 172 Professional Practice Evaluation)
+  - A current **“Pacing Guide”** both detailing scope and sequence and linking priority standards to units (audience: parents)
+  - A current **Course Map** outlining the course units, objectives, major assessments, biblical integration summary, and priority standards (audience: faculty and administration)
+  - **Unit Plans**, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see [[100_curriculum_professional_learning#172_Professional_Practice_Evaluation|Procedure 172 Professional Practice Evaluation]]) (audience: faculty and administration)
   - Links to the most recent Course Schedule/Calendar, including lesson topics, dates, brief notes on content/assessment, and homework
-  - Links to the course Documents and Resources Folder, including all tests, quizzes, articles, projects, rubrics, etc., organized by Unit
+  - Links to the course Documents and Resources Folder, including all tests, quizzes, articles, projects, rubrics, etc., organized by Unit (audience: faculty and administration)
-  - Lesson Plans, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see Procedure 172 Professional Practice Evaluation)
+  - Lesson Plans, developed according to CHA quality expectations (see [[100_curriculum_professional_learning#115_Unit_Based_Curriculum|Procedure 115 Unit Based Curriculum]]) and pacing expectations (see [[100_curriculum_professional_learning#172_Professional_Practice_Evaluation|Procedure 172 Professional Practice Evaluation]]) (audience: faculty and administration)
-Faculty will be expected to demonstrate compliance with curricular development and organization standards at their Annual Goal Meetings and Professional Practice Evaluation Meetings (see Procedure 172 Professional Practice Evaluation).
+Faculty will be expected to demonstrate compliance with curricular development and organization standards at their Annual Goal Meetings and Professional Practice Evaluation Meetings (see [[100_curriculum_professional_learning#172_Professional_Practice_Evaluation|Procedure 172 Professional Practice Evaluation]]).
 **Transfer of Curriculum
@@ Line 108: / Line 110: @@
 //Approved by Administration Team
-/2023//
+/2025//
 ==== 122 Assessment ====
@@ Line 163: / Line 165: @@
 ESO: SEEK AND SPEAK THE TRUTH
--A	Acknowledge their role of being an image bearer because they are created in the image of God.
+  * 1-A	Acknowledge their role of being an image bearer because they are created in the image of God.
+  * 1-B 	Continually grow in their understanding of the Gospel and God’s plan of redemption and what it means to have an authentic relationship with Jesus Christ.
--B 	Continually grow in their understanding of the Gospel and God’s plan of redemption and what it means to have an authentic relationship with Jesus Christ.
+  * 1-C 	Articulate the gospel and defend the faith to others.
+  * 1-D	Explore all curriculum in the light of God’s Word as the source of truth.
--C 	Articulate the gospel and defend the faith to others.
+  * 1-E	Have a basic grounding in the theology of the Christian faith.
+  * 1-F	Relate the Bible narrative in relationship to Creation, Fall, Redemption and Restoration.
--D	Explore all curriculum in the light of God’s Word as the source of truth.
--E	Have a basic grounding in the theology of the Christian faith.
--F	Relate the Bible narrative in relationship to Creation, Fall, Redemption and Restoration.
 ESO: WALK IN GOD’S WAYS
--G	Apply the principles of God’s Word to both the great ethical issues of our day and the issues in their daily lives including areas of stewardship, healthy living, and personal life decisions.
+  * 1-G	Apply the principles of God’s Word to both the great ethical issues of our day and the issues in their daily lives including areas of stewardship, healthy living, and personal life decisions.
+  * 1-H	Understand the need of spiritual disciplines such as daily devotions, prayer, mentoring, and the role of the Holy Spirit in maturing and growing in their faith.
--H	Understand the need of spiritual disciplines such as daily devotions, prayer, mentoring, and the role of the Holy Spirit in maturing and growing in their faith.
+  * 1-I	Strive to be transformed by the Spirit renewing their mind rather than conforming to the thinking of the culture around them.
+  * 1-J	Reflect on the choices available in the areas of music, art, entertainment, and media and seek to choose wisely as honors the Lord.
--I	Strive to be transformed by the Spirit renewing their mind rather than conforming to the thinking of the culture around them.
--J	Reflect on the choices available in the areas of music, art, entertainment, and media and seek to choose wisely as honors the Lord.
 //ENGAGED IN AN EXCELLENT EDUCATION//
@@ Line 191: / Line 185: @@
 ESO: EXPLORE GOD’S DIVERSE WORLD
--A	Have a broad base of knowledge and experiences to draw upon.
+  * 2-A	Have a broad base of knowledge and experiences to draw upon.
+  * 2-B	Use technology effectively and in a responsible manner to increase productivity, collaboration, communication and to access credible sources for information.
--B	Use technology effectively and in a responsible manner to increase productivity, collaboration, communication and to access credible sources for information.
+  * 2-C	Value integrity, commitment, and excellence in preparing for the future that God has for them.
+  * 2-D	Pursue a critical appreciation of other cultures. Seek to value those they come in contact  with, regardless of outward appearance, social standing, race, age or belief systems.
--C	Value integrity, commitment, and excellence in preparing for the future that God has for them.
--D	Pursue a critical appreciation of other cultures. Seek to value those they come in contact  with, regardless of outward appearance, social standing, race, age or belief systems.
 ESO: THINK CREATIVELY, CRITICALLY, AND COLLABORATIVELY
--E	Develop and share artistic, musical, athletic, performance and academic abilities as well as having an appreciation of the abilities of others.
+  * 2-E	Develop and share artistic, musical, athletic, performance and academic abilities as well as having an appreciation of the abilities of others.
+  * 2-F	Critically think through issues, evaluate different perspectives, and communicate ideas in both oral and written expression.
+  * 2-G	Process, evaluate, analyze and interpret conceptual constructs in the areas of science, history, language, mathematics and language arts at an appropriate academic level.
--F	Critically think through issues, evaluate different perspectives, and communicate ideas in both oral and written expression.
+//INSPIRED TO MAKE A DIFFERENCE//
--G	Process, evaluate, analyze and interpret conceptual constructs in the areas of science, history, language, mathematics and language arts at an appropriate academic level.
-//INSPIRED TO MAKE A DIFFERENCE//
 The students will know that each individual is uniquely created by God with talents and abilities to allow them to fulfill the work God has called them to do in their lives. Worshiping God can be done in praise, prayer, service, work, play, studies, and relaxation. They will understand that they are called by God and have a responsibility to treat one another with respect, kindness, and love, caring for the needs of others and serving in ways that show the love of God to all with whom they come in contact.
 ESO: EXCEL IN YOUR GIFTS
--A	Explore and begin to discover the Spiritual gifts and personal strengths and talents that God has given them. In using those gifts, they will strive to do so humbly with gratitude to the Lord for what they accomplish.
--B	Develop and share artistic, musical, athletic, performance and academic abilities as well as having an appreciation of the abilities of others. (Note: Same as 2-F)
+  * 3-A	Explore and begin to discover the Spiritual gifts and personal strengths and talents that God has given them. In using those gifts, they will strive to do so humbly with gratitude to the Lord for what they accomplish.
+  * 3-B	Develop and share artistic, musical, athletic, performance and academic abilities as well as having an appreciation of the abilities of others. (Note: Same as 2-F)
 ESO: LOVE COURAGEOUSLY
--C	Demonstrate a heart of service and actively seek ways to serve both the Body of Christ and those around them.
--D	See the value of attending a local church and their role as an active participant.
+  * 3-C	Demonstrate a heart of service and actively seek ways to serve both the Body of Christ and those around them.
--E	Understand the God-ordained role of government, and prayerfully consider the responsibilities as a citizen, a voter, and a participant within the political system.
+  * 3-D	See the value of attending a local church and their role as an active participant.
+  * 3-E	Understand the God-ordained role of government, and prayerfully consider the responsibilities as a citizen, a voter, and a participant within the political system.
 **The Goals of the Teacher**
 The Teaching Commandments at CHA likewise flow from the mission, the vision, the philosophy of education, and the core values of the school. Success in achieving these outcomes is determined by effective administration and a faculty dedicated to educational excellence according to the school’s mission. Faculty are expected to grow in these areas each year at CHA through professional development, personal dedication to the craft of teaching, and the evaluation process.
 BIBLICAL INTEGRATION: Always explore what God might think about the content
   * Integrates biblical Truth into course content, exploring with students what a Christian scientist/historian/etc. might respond to issues at hand.
   * Biblical perspective is intentionally integrated into planning.
@@ Line 229: / Line 223: @@
 INSTRUCTIONAL STRATEGIES: Move beyond memorization & busy work: question, collaborate, evaluate, & create
   * Collaboration, creation, discussion, and meaningful evaluation are a foundational part of the course.
   * Course work is a combination of teacher-driven and student-driven; students leave the course more aware of how to independently work in that area of study.
@@ Line 296: / Line 291: @@
 **Philosophy of Education as a Fulfillment of CHA’s Mission**
 The missional implications of (a) students seeking and being inspired to fulfill the Expected Student Outcomes and (b) faculty pursuing excellence in our Teaching Commandments are significant. In fact, these practical endeavors within our philosophy of education allow the school to fulfill its mission:
 {{:eso_commandments_vision_mission.png?400|}}
+//Approved by Administration Team
+/2024//
+==== 145 Accreditation ====
+CHA seeks to maintain joint ACSI/Cognia accreditation using ACSI accreditation protocols. This process encourages the school to demonstrate the effectiveness with which it meets established educational standards of quality and established goals for improvement. It also encourages the school to create a plan to fulfill those goals.
+//Approved by Administration Team
+/2024//
+==== 150 Professional Development Philosophy ====
+Student learning is directly linked to good and appropriate instruction. In order to maximize student learning, improving the quality of teaching should be a priority for each faculty member and his/her administrator. Professional development should be continuous, using an approach that is systematic and objective.
+Christian Heritage Academy has defined teaching excellence through its Teaching Commandments as articulated in its [[https://docs.google.com/document/d/1cz0HdWkyiwmHSHn-RdIJ8vIPDvo2zaOagTi83Npi4ss/edit|Faculty Evaluation Rubric]]. CHA has also defined its goal through the school’s mission, vision, and Expected Student Outcomes (ESOs).
+In light of these objectives, faculty Professional Development is both aimed at overall goals for faculty and personalized objectives for individual faculty members.
+**Broad Professional Development Goals**
+Broad Professional Development Goals for the entire faculty are determined each year through the development of the Professional Development Calendar, which must meet some predetermined objectives (see Procedure 156: Professional Learning Schedule). These goals may also relate to school mission, accreditation, annual theme, or other general objectives as determined by the administration.
+**Personalized Professional Development Goals**
+Faculty should also work with CHA’s administration and the Professional Learning Coach to determine personal PD goals based on areas of potential improvement as determined by the Faculty Evaluation Rubric or other administration objectives. CHA seeks to provide adequate funding for such personalized learning objectives.
+**Types of Professional Development**
+Professional Development may take a variety of forms: internal (CHA’s mentorship programs, work with a Department Chair or Professional Learning Coach, or teachers-teach-teachers sessions or workshops), external (conferences, off-site observations, etc.), or personal (summer reading, or individual coursework).
+**Summary**
+Quality instruction is cultivated when the teachers are engaged in a continuous cycle of assessing their professional practice, setting the focus for improvement, participating in focused professional learning activities, and implementing improvement plan(s).
+//Approved by Administration Team
+/2024//
+==== 154 Professional Learning and Team/Department Meetings ====
+In order to help facilitate the individual learning of all our teachers as well as to promote a community of professional learning, CHA has created continuous and job-embedded learning time for educators.
+Faculty meetings times and late start Fridays will be designated time for the following:
+  * Professional Development Meetings (PD) work within the framework of the Professional Learning Goals as articulated through Professional Development Calendar.
+  * Team / Department Meetings work within teacher teams that routinely meet to discuss campus, student and subject specific concerns.
+  * School level faculty meetings aim to keep faculty members informed about both the day-to-day operations and the broader scope of events taking place at CHA.
+//Approved by Administration Team
+/2024//
+==== 156 Professional Learning and Curriculum Maintenance Schedule ====
+Professional Learning and Curriculum Maintenance is primarily the responsibility of the Professional Learning Coach, under the direct supervision and guidance of the principals. The following deadlines shall be kept each year in order to ensure relevant professional development and curriculum maintenance:
+**Due First Day of New Teacher In-Service**
+All Departmental Curriculum Guides are finalized and published on the school’s intranet, available for new teachers and families.
+**Friday Before the First Day of School**
+Finalized Course Syllabi (6-12) and “Unit Maps” (PK-12) (charts detailing scope and sequence of units with corresponding priority standards) are placed in the Curriculum Shared Drive.
+**Due First Monday in April**
+An excellent working draft of the Professional Learning calendar, including descriptions of each professional learning session, linked with Topics/ Learning Outcomes and time requirements articulated below. This draft will be reviewed by the Head of School and approved by the first Monday in May.
+**Due First Monday in May**
+The Professional Learning Calendar Working Draft is shared with faculty.
+**Due at Teacher Check-Outs**
+Unit Plans, Course Schedule/Calendar, updated Documents and Resources Folder, Lesson Plans should be updated according to principal expectations and placed in the Curriculum Shared Drive.
+Each April (see above), Principals must submit the following year’s Professional Learning Calendar to the Admin Team for discussion and approval. Each school year, the Professional Learning Calendar must include:
+  - a fall in-service prior to the first day of school;
+  - at least four full in-service days;
+  - a spring in-service after the final day of school; and
+  - topics for in-service days, Friday late start PD, and selected Faculty Meeting training sessions, each visually linked with Learning Outcomes (below)
+Per the schedule, teachers must receive training on the following topics each year, whether during faculty meetings, in-service days, or late-start Professional Development time. The times below reflect minimum requirements.
+|**Topic**|**Learning Outcomes**|**New Teacher Week**|**Teacher Prep Week**|**In-Service Days**|**Other Hours**|**Total**|
+|Christian Education and Biblical Integration|1. Biblical perspective is intentionally integrated into the work of the teacher, and he/she can effectively explore with students what God might think about the course content.|1 hr|1 hr|2 hrs| |4 hrs|
+|Diversity Awareness and Sensitivity|2. The teacher consistently and empathetically treats each student with dignity and respect, building trusting relationships and facilitating a Christ-honoring learning community. |1 hr| | |1 hr|2 hrs|
+|Educational Technology and Innovation|3. Innovating thinking is a consistent part of the course, including the effective use of technology in student learning.|1 hr|1 hr| |2 hrs|4 hrs|
+|Response to Intervention|4. Learning in the classroom accommodates all students’ diverse learning needs with effective documentation and communication.| |2 hrs| |1 hr|3 hrs|
+|Effective Teaching|5. Classroom teaching uses a variety of research-based instructional strategies that facilitate collaboration, creation, discussion, and meaningful evaluation.|1 hr|1 hr|2 hrs|10 hrs|14 hrs|
+|Curriculum|6. All teacher curriculum aligns with departmental learning objectives, is assessed effectively, and is accurately and meaningfully articulated and stored.|1 hr|1 hr|2 hrs|2 hrs|6 hrs|
+//Approved by Administrative Team 10/2024//